To prepare our presentations, we'll research specific questions related to our issue. To do this well, we'll participate in library training sessions and use research guides created by Ms. Mona Neibala, the URI Curriculum Librarian to decide on researchable questions, narrow our topics, and come up with search phrases that can be used to efficiently find articles in our library. The process is represented below: Last year: This Year:
Library Resources Useful for Researching Educational Issues
These Research Guides provide links and tutorials related to the article databases presented in our library sessions in the Curriculum Materials Library.
Project is presented on the appropriate day and within the 25 minute time limit.
Project is presented on the appropriate day, but is either 10 minutes under or 3 minutes over allotted time.
No
2.
include an introduction that ties each of the contributions together.
Introduction describes problem or issue, why it is important, and previews or summarizes the research questions pursued by team members.
Introduction exists, but only partially frames the presentation by leaving out one of the elements described at left.
No introduction occurs.
3.
include a significant contribution by each team member.
All team members have a chance to present and/or lead the class in an activity.
Most team members present and /or teach.
One or two members of the team do most of the presenting.
4.
address each research question listed on the online resource page.
Each research question is addressed and specific links to the team's online resources are made.
Some of the research questions are addressed and linked with the team's online resources.
Some of research questions are addressed, but online resources are not mentioned.
5.
provide us with new knowledge as well as new questions about the original topic.
There is lively discussion in class as well as more than 2/3 (more than 20) of the class posting followup feedback by answering discussion forum questions online.
There is EITHER sparse discussion in class OR less than 2/3 (less than 20) of the class posting on the team's online discussions.
There is sparse classroom discussion AND less than 2/3 (less than 20) of the class posting online.
A. What do we have to do?
B. Getting Started: Background Research
- This year's Ravitch Reading: Reign of Error
RIDE Strategic Plan 01-07-10.pdf
- Details
- Download
- 4 MB
- Notes on the 2010 RI Strategic Plan
- Brainstorm: Issues Related to Educational Reform in Rhode Island and Beyond
- https://docs.google.com/document/d/17x72b0UP1c3Jpe9Ynw8Z2bh30uGhPaawpBjSzjQiyuI/edit?usp=sharing
To prepare our presentations, we'll research specific questions related to our issue. To do this well, we'll participate in library training sessions and use research guides created by Ms. Mona Neibala, the URI Curriculum Librarian to decide on researchable questions, narrow our topics, and come up with search phrases that can be used to efficiently find articles in our library. The process is represented below:C. Resources for Conducting Effective Research
Last year:
This Year:
Library Resources Useful for Researching Educational Issues
These Research Guides provide links and tutorials related to the article databases presented in our library sessions in the Curriculum Materials Library.
Finding Scholarly Articles
Finding Editorials
D. Research in Teams
Team 1: Rich Curriculum and Extracurriculars
https://docs.google.com/document/d/15pgAxC5eLZT-T_2BJlJmuUvCR9vXJzJ1OOCju8IaXxc/edit?usp=sharing
Once you locate, download, and read your articles, use this rubric to know how to represent your research on URITK.
E. Final Teach-In
This rubric for the presentations was developed in Fall of 2007.